CHAPTER I INTRODUCTION 1.

1 Background of the Problem Language is a social aspect of human life, which is concerned with preserving and prolonging pattern of relationship among individuals. Soekemi, (1995 : 1) defined the language as an acquired habit of systematic vocal activity representing meaning coming from human experiences or language is an acquired instrument, which can be used to present ideas, the feelings and communicate with other people. English is the first foreign language in our country, which is taught from Elementary to University level. English is also intensively used in international communication, both written as well as in spoken communication. In addition, many books of science, technology, art and other published issues are written in English. In English language, there are integrated skills to be mastered such as: speaking, listening, reading, and writing. As Haycraft states (1978:8) that there are various skills in mastering of language: respective skill, listening (understanding the spoken language), reading (understanding the written language), and productive skills-speaking and writing. English students must have good communication in both oral and written form. Oral form is that speaking and listening, and written form are writing and reading. Writing is really very important for all people living especially students, as writing is considered to be one of the four basic tools in learning a foreign language,

because writing is effort to spread out opinion and idea to other people. The writing activity is not far from the improvement of intelligence. But some students have difficulties in composing narrative writing. Some of them feel difficulties in getting stuck to get diction, getting idea, and ordering the words. Based on the problem above, students must know some strategies in composing narrative writing such as: making outline, using picture, using dictionary, sharing with friends, using the tools (audio, audio-visual) or learnings aids (a guide), Brown (2000:113) states that strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Because of that the students should choose a good strategy to compose narrative writing. From the above explanation, we can infer that each student has certain tendency and capability in using certain learning strategies, therefore the use of various learning strategies influenced by their family background, experience, and character. In other words, strategy that is useful to student might not be useful to others. Since students have their own strategy characteristic, they will have different learning strategies that are useful and comfortable for them. The researcher chooses students composing narrative writing as a material of narrative writing, by assumption that the composition is the result of students product that can be known clearly. Sofyan (1999:86) stated that Narrative is a story which is connected with events based on the plot. Then why the teachers use narrative text, it is because the narrative as a story of human experience, so that the students 2

arrange easily the composition. As Keraf (1991:136) states that Narrative as a story tells or describe an action in the past time clearly, so narrative is tried to answer the question: what had happened? Narrative as a story, so it is should have the element that can make story more interesting to the reader such as a conflict and conclusion of the story. From the above explanation, the researcher will discuss about the students strategies in composing narrative writing which is conducted at the second year of SMPN 2 Kendari. 1.2 Research Question Based on the background of the study, the writer carries out the study to answer the following questions: 1 What strategies are used by the students in writing narrative at Second year of SMP Negeri 2 Kendari ? 2 What are the students reason in choosing strategies at Second year of SMP Negeri 2 Kendari ? 1.3 The Scope of the Study In this research, the researcher limits only on strategy in composing narrative writing done by students at second year of SMPN 2 Kendari.

1.4 The Objectives of the Study The objectives of the research could be formulated as follow: 1) To find out narrative writing strategies used by the students at second year of SMPN 2 Kendari. 2) To find out the students reasons in choosing those strategies at second year of SMPN 2 Kendari.

1.5 The Significance of the study 1.5.1 Theoretically: 1. As the references for other researchers who are interested in investigating the teaching writing ability by using composing narrative. 2. As the support for the theory of composing narrative writing. 1.5.2 Practically: 1 As the answer of the writers curiosity on the teaching by composing narrative writing to the students and the English teachers. 2 As the information for all teachers and students to use strategies in composing narrative writing.

1.6 Clarification of terms 1.6.1 Strategy According to Brown (2000:113) Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Then strategy is as a remedy the teacher in making system area that happened to process teaching learning. (Ahmadi:2005: 32). According to Chamot (1987) strategies are often more powerful when they are used in appropriate combinations. Based on those definitions above, strategies are any tools or tactics that learners employ to learn more effectively and more autonomously. 1.6.2 Learning Strategies According to Chamot (1987), learning strategies are techniques approaches, or deliberate the learning and recall of both linguistic and content information. (Cited from Masdari, 2005:5) Then learning strategies are intention behavior and thoughts used by learners during learning, so as to better help them understand learn or remember new information. (Richards. 1992:209) Based on definition above, learning strategies are technique approaches, intention behavior used by learner during learning, so as to better help them understand learn or remember new information.

1.6.3

Writing Strategies According to Collin (2008), writing strategies are deliberate, focused ways

of thinking about writing. Based on definition above, writing strategies are some of technique it can be a formal plan to write a book report, or it can be something as simple as a trick to remember how a word is spelled. 1.6.4 Narrative writing As Semi in Hasani (2005:22) stated that narrative is conversation or writing with the purpose tells about action or human experience based on the development of time. Then according to Keraf (1991:136) states that Narrative as a story tells or describes an action in the past time clearly, so narrative is tried to answer the question: what had happened? Narrative as a story, so it is should have the element that makes the story more interesting to the reader such as a conflict and conclusion of the story. Referring on the definitions, narrative is a story telling about the event consists of conflict and conclusion. Referring to the explanation above, the narrative is tells the story based on the human experience in the first until the end to give a certain purpose tell an explicit message to readers about object of story deeply.

CHAPTER II LITERATURE REVIEW 2.1 Definition of Strategy Everybody has strategy in learning everything. It is conscious or unconsciously. It is natural for learners to use strategy in learning process, because learning is not an instantaneous process for every learner, it is one of their development process. Sometimes strategy can help the students, so the teacher helps the learner. As Ahmadi (2005:14) states that strategy is as a remedy for the teacher in making system area that happened to process of teaching learning. According to Brown (2000:113) Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Moreover, Mintzberg (1991: 5) says that strategy is the pattern or plan that integrates an organizations major goals, policies, and action sequences into a cohesive whole. Then, Chamot (1999:32) stated that strategies are often more powerful when they are used in appropriate combinations. Based on the statement above strategies are any tools or tactics that learners employ to learn more effectively and more autonomously.

2.2 Learning Strategies 2.2.1 Definition of learning Strategy According to Chamot in Masdari (2005:5) state that Learning strategies are techniques approaches, or deliberate the learning and recall of both linguistic and contains information. Then Richards (1992:209) says that learning strategies are intention behavior and thoughts used by learners during learning, so as to better help them understand learn or remember new information. From the statement above we can infer that in order to be a successful language learner student should be able to decide which learning strategies that one suitable for them. Thus, they can optimize and enjoy their learning by using learning strategies, students can facilitate their quality of learning respond to their learning needs and acquire knowledge better than those who do not know and use learning strategies. 2.2.2 The Categories of learning strategies 2.2.2.1 Metacognitive strategies Metacognitive is a term used in information-processing theory to indicate an executive function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is completed. Brown in Purpura (1997).

According to explanation of metacognitive strategies, we can conclude the characteristic of metacognitive strategies, are: a) Advance organizers: making a general but comprehensive preview of the organizing concept or principle in an anticipated learning activity. b) Directed attention : deciding in advance to attend in general to a learning task and to ignore irrelevant distracters c) Selective attention: deciding in advance to attend to specific aspects of language input or situational details that will cue the retention of language input. d) Self management: understanding the conditions that help one learn and arranging for the presence of those conditions. e) Function planning: planning for and rehearsing linguistic components necessary to carry out an upcoming language task. f) Self monitoring: correcting ones speech for accuracy in

pronunciation, grammar, vocabulary, of for appropriateness related to the setting or to the people who are present. g) Delayed production : consciously deciding to postpone speaking in order to learn initially through listening comprehension h) Self valuation: checking the outcomes of ones own language learning against an internal measure of completeness and accuracy.

2.2.2.2 Cognitive strategies Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself. According to explanation of cognitive strategies, we can conclude the characteristic of cognitive strategies, are: a) Repetition :imitating a language model, including overt practice and silrehearsal b) Resourcing : using target language reference materials c) Translation: using the first language as a base for understanding and/or producing the second language. d) Grouping : reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes e) Note taking : writing down the main idea, important points, outline, or summary of information presented orally or in writing f) Direction: consciously applying rules to produce or understand the second language. g) Recombination: constructing a meaningful sentence of target language sequence by combining known elements in a new way. h) Imagery : relating new information to visual concepts in memory via familiar, easily retrievable visualizations, phrase, or longer language sequence

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i)

Keyword : remembering a new word in the second language by (1) identifying a familiar word in the first language the sounds like or otherwise resembles the new word and (2) generating easily recalled images of some relationship between the new word and thee familiar word

j)

Contextualization : placing a word or phrase in a meaningful language sequence

k) Elaboration : relating new information to other concepts in memory l) Transfer : using previously acquired linguistic and/or conceptual knowledge to know new language learning task m) Inferencing: using available information to guess meaning of new items, predict outcomes, or fill in missing information. 2.2.2.3 Socio-affective strategies Socio-affective strategies have to do with social mediating activity and interacting with others. According to explanation of socio-affective strategies, we can conclude the characteristic of socio-affective strategies, are: a) Cooperation : working with one or more peers to obtain feedback, pool information, or model a language b) Question for clarification: asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or examples.

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Base of explanations above, the characteristic of socio-affective strategies is more conclude to social activity or always met people to interaction with others. 2.3 Narrative Writing 2.3.1. Definition of Narrative The students are learning many texts. One of texts is narrative text. It is related to the experience or story of past time. Marahamin (1999:96) defined Narrative is a story based on the plot, and plot consists of event, person, and conflict. As semi (2003:29) in Hasani (2005:22) stated that narrative is conversation or writing with the purpose tells about action or human experience based on the development of time. Keraf (1991:136) stated that Narrative as a story tells or describes an action in the past time clearly, so narrative is tried to answer the question: what happened. Narrative as a story, so it is should have the element that can make the story more interesting to the reader such as a conflict and conclusion of the story. 2.3.2 The Characteristic of Narrative According to explanation of narrative, we can conclude the characteristic of narrative, are 1) it is a story or it is usually human experience; 2) it has a conflict and solving problem, 3) systematic. As Keraf (2000: 136) states that the characteristic of narrative are 1) concern to actions, 2) set in the time sequences,

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3) try to answer the question, what happened? 4) It has conflicts. Semi in Hasani (2005:27) states that, the other characteristic of narrative, it has aesthetics; it should have imagery to increase the readers interest. 2.3.3 The Types of Narrative Keraf (1991: 136) defines those kinds of narrative: 2.3.3.1 Expository narrative

Expository narrative is usually tells the information about the event based on factual data. It also tells about the steps of the event to the reader. The object in expository narrative is beginning the first until the end; it means that the writer tells the story from the first until the end. The purpose of narrative is to make the readers knowledge about object of story is deeply. 2.3.3.2 Suggestive narrative

Different from expository narrative, suggestive narrative can be unsuitable with the factual data, because it emphasizes the suggestive sense. So, the purpose of suggestive narrative is to increase the readers imagination. Hasani (2005:290) Says narrative suggestive is narrative that tried to give a certain purpose tell an explicit message to readers or listener so they fell that they are involved in the story. Referring to the explanation above, the narrative is tells the story based on the human experience in the first until the end to give a certain purpose tell an explicit message to readers about object of story deeply.

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2.3.4 The Different between Narrative and Recount According to Pardiyono, M.Pd.(2007:63), recount is as a kind of the text that have purpose to gives the information about the activity in the past. Pardiyono (2007:94) defines the different Narrative and Recount: Narrative is a kind of text about the activities that happened in the past time. It is appear about problematic experience and resolution, it purpose to amuse and sometimes it can be have to give the moral education to the reader. Narrative text is very general than short story, novel, film text, legend, tales and other that tell about the experience in the past time which is it has the conflict and resolution. Recount is a kind of text about the activities that happened in the past time, the main purpose is just to explain or give the information to help the reader. Based on the explanation above, narrative is tells story about problematic human experience and resolution in the past time, but recount is tell story about the activities that happened in the past time, end the purpose just to explain or to give information to the reader. 2.4 Strategies in Composing Narrative Writing According to Collin (2008) state that writing strategies are deliberate, focused ways of thinking about writing. A writing strategy can take many forms. To help develop these aspects of a story, one needs to start by helping students become better

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observers of human nature. The first task is to help them expand their emotional vocabulary: Word banking have students brainstorm as many emotions as they can. Discuss the subtle nuances between similar emotions: i.e. rage and anger. discussion create a clear understanding of what each emotion means. Recognizing emotions in others - People sometimes have difficulty recognizing the emotions of others. To help with this, gather pictures from comic books or magazines and have students identify the emotions the pictured people are feeling. Then, have the students tell how they know what the people are feeling. Bank a list of these clues for each emotion depicted. Also, have students tap into their own experience with these emotions and describe what it feels like on the inside when they feel that emotion (heart rate, nausea, chills). Another activity is to select scene from a high quality animated movie. Turn off the sound and run the scene. Have students list the emotions the characters are experiencing and the cues that told them this. Bank these cues. The second task is to make students more sensitive to what others are thinking by helping them understand that our thoughts are tied to our situation and our emotions. Take a comic book or cartoon and white out any thought balloons. As the students read the comic, they analyze the situation and what the character is feeling and write appropriate thoughts in the balloon. Through

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Using an animated movie, run an appropriate scene and have students analyze the situation and the characters emotions. After discussion they should write the characters probable thoughts as direct quotes. Practicing narrative writing with both emotional and cognitive content may

best be done by having students rewriting short scenes from stories that you have selected. Perhaps, they could rewrite a newspaper article as a narrative. Another option is to put them in a hypothetical situation and ask them to write a story emphasizing emotions and thoughts being sure to use the cues from previous discussions. From the definition above, writing strategies are some technique it can be a formal plan a teacher wants students to follow to write a book report, or it can be something as simple as track to remember how a word is spelled. 2.5. A plan for composing narrative writing A writing strategy can take many forms. Students can use a range of strategies including the following: Students describe their action plan for writing, and the actions they will use to achieve their goals or purpose for writing. Students use idea generation and collation strategies, orientation strategies, and idea organization strategies, for example, brainstorming and semantic mapping (including computer and graphic organizer in planning and collecting knowledge

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for writing different text types) and strategies for narrative or expanding a topic prior to drafting. Students use drafting strategies in which students; 1) use the idea and perspectives generated to write a first draft; 2) elaborate initial ideas and identify subordinate ideas; and 3) focus on developing ideas, details and organizing them. Students use revising strategies such as rereading the draft to check that there is consistency of learning and main ideas, language use and style, and modify the draft accordingly. The students use editing strategies to check the use of spelling, punctuation, grammar, and capitalization; students use several resources such as a dictionary, computer and style guides. Students use publishing strategies such as; 1) selecting a format for publication appropriate for the audience for example a letter, a poster, an essay, a report); and 2) using technology to support the publishing process. http:/www.education.vic.gov.au/studentlearning/teachingresource/English/englishcon tinum/40writingstrategy/htm. From the above explanation, we know that by knowing the plan of writing, the students can be a good writer if they use strategies in composing narrative writing.

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CHAPTER III RESEARCH METHODOLOGY 3.1 The Research Design and Method The researcher will apply Descriptive Qualitative. Qualitative research is descriptive research. Borgan and Taylor (1990:3) in Margono (2005:36) defines that qualitative research is the research procedure which produces descriptive data such as word written or speed from the population people and attitude which can be analyzed. In line with that, Sugiono (2005:9) states that qualitative research is descriptive, the data collected is in the form of words of pictures rather that number, Qualitative researches are concerned with process rather than simply outcomes or products, qualitative researches tend to analyze their data inductively. The researcher uses this method to examine the events or phenomena of students, especially students strategies in composing narrative writing. 3.2 Place of Research The research is about the analysis of students strategies in composing narrative writing at second year class of SMPN 2 Kendari. It is a formal education institution located in Kendari. SMPN 2 Kendari has facilities that support students in teaching and learning process such as library.

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3.3 The Research Instrument The researcher will apply three instruments to obtain the data, they are observation, interview, and questionnaires. 3.3.1 Observation In order to get the data, the researcher will come to the school. The first step is ask permission to the head master, after the head master give permission, he ask to meet the English teacher of class VIII, then, the researcher will ask for time to do observation. 3.3.2 Interview It is used to gain the data from students to gain data about the students reasons in choosing the strategies. The writer gives seven questions. The students had to answer the question. 3.3.3 Questionnaires Sutrisno Hadi, in Methodology Research, says: Questionnaire means the question and answer between the researcher and respondent which are given lists of written question form. Based on the definition above, it can be concluded that questionnaire method is the method used to get the data by giving a list of written questions. 3.4 Time of Research The research held on 16 28 July 2012. It consist three meeting.

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3.5 The Research subject Related to the research subject, the researcher will conduct this research in SMPN 2 Kendari at Second Year, which consists of nine class and 270 students. Then, the writer will use purposive sampling in deciding the students as research subject. Sample is part of population that becomes a source of data in research it means that sample is part of population that represents all population (Warsito, 1992 : 52). As the sample, the researcher will take class VIIIA because the researcher thinks that class VIIIA is more active than the others. It consists of 32 students. 3.6 The Data Collecting Technique In collecting the data in the students strategies in composing narrative writing the writer will apply observation, interview known as triangulation and questionnaire. 3.6.1 Observation In the instrument, the researcher will observe students strategies in composing narrative writing at second year of SMPN 2 Kendari. In this observation, the researcher just only observes and not involve in the teaching process. Furthermore, the researcher only uses checklist as the instrument in the observation. Besides observing students activities, the researcher will also observe teachers roles, teaching aids and students achievement in order to know how the process of students strategies in composing narrative writing is and how is the result of students strategies in composing narrative writing.

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Observation use as data collecting technique, has specific type if compared by another instrument such as interview and questioner.(Sugiono,2005:65). The researcher will conduct an observation in the second year at SMPN 2 Kendari. 3.6.2 Interview This instrument is the way the researcher asks the information directly. The researcher will interview the English teacher and students to know some information how the teacher teach narrative writing and how the students use strategies in composing narrative writing at second year of SMPN 2 Kendari. 3.6.3 Questionnaire In this research, the researcher will provide questioner to the students at second year of SMPN 2 Kendari cause the researcher want to know more deeply how does the students strategies in composing narrative writing. 3.7 The Data Analysis Technique Muhajir (1996:104), data analysis is a process to find out and set result data from observation, interview, and other to increase the researcher about the study and make easy to understand by our self and other. In this research, the researcher will conduct research at second year of SMPN 2 Kendari in dividing into nine classes (VIIIA, VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG, VIIIH, VIII(I)) consist of 283 students. Then, to find out the data, the writer uses the method by L.R. Gay and Arikunto.

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The researcher will use the following technique to measure the data:

Agreement x 100% __________ Items (Taken from L.R. Gay, 1992:248) The following are the standard in measuring the data: 1. Good 2. Enough 3. unsatisfactory 4. Worst : 76-100% : 51-75% : 40% - 55% : < 40%

(Taken from Arikunto 2002:244) To analyses the data the researcher will do as follow: 3.7.1 Reduction of data Data reduction use for collecting the data from observation, interview, and questionnaire. In data reduction, the researcher will summarize and focus on the important data that could eases the writer in collecting the next data. 3.7.2 Display In data display, the researcher will analyze the result from observation, interview and questionnaire. Then the data were organized and arranged in a pattern, so that they would be understood easily.

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3.7.3 Conclusion drawing/ Verification According to Miles and Huberman (1992), the third step in analyzing data in qualitative research is conclusion drawing or verification. It is used to describe all of the data which are still unclear in the beginning. 3.8 Research validity and Reliability To determine the validity of the data, it is needed a checking technique of the data. According to Moleong (1993:173), there are four terms used: a. Credibility The validity concept mentions that generalization of a finding can be valid or applied on all contexts in the same population based on the finding obtained in the sample which resent the population it self. b. Transferability Transferability as empiric matter depends on the equity between sender and receiver contexts. To do the transferability, a researcher should find and collect empiric event of the context equality. Therefore, the researcher is responsibility for providing efficient descriptive data if she wants to make a decision about the transferability. To do this thing, a researcher needs to conduct a research to ensure an attempt of verifying it.

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c. Dependability Dependability term is reliability substitution term in qualitative research. The reliability is achieved if the result is equal when two or several times conducted repetition of a study in the same condition and essentially. d. Conformability A conformability term derives from objectives concept according to non qualitative research. Non qualitative states the objectivity of agreement side between subjects. To make sure that something is objective or doesnt depend on several people agreement toward view, opinion, and someones finding. So, in this case, the objectivity of something depends on the people opinion. Beside that, As Scriven (in Moleong, 1999:174), there is another qualitative element which sticks on the objectivity, it should be trust able, factual, and can be guaranteed. In other word, subjectivity means vague. From the above explanation, if qualitative research emphasizes on people, whereas, non qualitative emphasize on the data. In this case, to determine the validity and reliability, with a consideration that qualitative research with its naturalistic paradigm is completely unable to use validity and reliability terms. Based on those descriptions, the naturalistic paradigm qualitative uses the term in which certainly adjusted to inquiry force, so that the redefine term is a demand that unavoidable. Based of the techniques mentioned above, the researcher will use conformability of the data.

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3.9 Checking Technique of Data Credibility Lincoln et al (Moleong, 1999:175), there are eight checking techniques of data credibility suggested namely: 3.9.1 Prolong Observation Prolong observation means that the writer should back to the field research again, then do observation and interview again to the participants in order to recheck whether the data, that were given before, are true or not. When the data, that were given, are true means that the data are credible and the prolong observation can be ended. Furthermore, by using prolong observation the relationship between the writer and the participants can form rapport. 3.9.2 Persistent Observation Persistent observation means that the writer should do observation more accurately and continuously. By using persistent observation, the writer could give an accurate and systematic data description about the thing that is observed. In this case, the writer observed the English teacher when her/him teaching narrative writing. 3.9.3 Triangulation Triangulation data is a checking technique of data credibility by making use of another thing which out of data to check the necessity of the data or as a comparison of the data. The most triangulation technique often used is checking trough available source.

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Denzin (in Moleong, 1999:178) defines types of triangulation as checking techniques, are: 1) triangulation of source, 2) triangulation of method, 3) triangulation of investigation, and 4) triangulation of theory. 3.9.4 Colleague Checking Through Discussion It is known as inter-rater. This technique is conducted to know whether the writer and the other experts find the same data. When the writer and the other research find the same data means that the data are credible. 3.9.5 Negative Case Analysis Negative analysis means that the writer should search another data, which are different and even contradiction with the data that had already found. When the writer does not find the contradiction data means the data are credible. 3.9.6 Available Reference Available reference is a device to cope and adopt with written critics for evaluation necessity. Film or video tape for example, can be used to record and compare with the result gained with the critics collected. If those mediums are not existed, other devices can be used as a comparison critic, for example information that can be used during checking of the data. 3.9.7 Checking Member Checking with the members involved in the process of collecting data is very important to check credibility of the data. What will be checked with the members involve are data, analytic category, assumption and conclusion. The member involved

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who represent their colleague have function to give reaction from their view sight and situation towards the data which organized by the researcher. 3.9.8 Detail Description Detail description technique which demands the researcher to describe the result of the research as accurate as possible which draws the research place carried out. The description should be revealed in detail to give what the readers needed so that they are able to understand the findings obtained. Auditing technique is a technique in business concept, especially in fiscal field which is used to check the dependency and credibility of the data. As Setiyadi (2002:206) states that there are five checking technique of data credibility are, 1) Observation, 2) Interview, 3) Triangulation, 4) Documentation, and 5) Field note. From all of the technique mentioned, researcher uses triangulation of source to display that the data is credible. 3.10 Research Procedures The following are the procedure used in this research: 1. 2. Determining the subject of the research. Providing the instruments of data collecting such as observation form, interview guide, interview students and questionnaire guide. 3. 4. Doing observation in the class. Interview the English teacher and interview students.

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5. 6.

Giving questionnaire to the students. Analyzing the result of observation, interview and questionnaire by using data display.

7.

Explaining the result of data descriptively by making conclusion drawing or verification.

8.

Identifying the credibility of the result of the observation, interview and questionnaire by using colleague checking or inter-rate and member check technique.

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